ABSTRACT
The 502 project schools were made up as follows: primary, 196; secondary, 183; special, 123. Among slow learners in the ordinary schools the trend was unmistakably towards the special-school figure though the ratio could not be accurately calculated. In no school did the number of teachers with additional qualifications for work with slow learners amount to as many as half of the teaching staff. The way in which schools were organized for teaching slow learners fell into only two forms in primary and secondary schools – the separate special class and withdrawal from ordinary classes for special teaching. The curriculum for slow learners in secondary schools retained the concentration on basic subjects, but also outside these the traditional subject divisions were more often retained. Conversely, and as indicated by the usage column for secondary schools, contact with specialist teachers is one of the advantages of providing for slow learners within the ordinary school.
